Examination of secondary education mathematics teacher candidates' strategies for asking questions

The aim of this study is to examine the questioning strategies of secondary mathematics teacher candidates. For this purpose, it has been tried to reveal the question-asking skills of secondary education mathematics teacher candidates. In this study, a qualitative research model was used. The situation study pattern was also based on qualitative research models. The study consists of the candidates who graduated from the department of mathematics and took the special education course within the pedagogical formation in the spring semester of the 2012 - 2013 academic year of the Faculty of Education of Gaziantep University. Five secondary school mathematics teacher candidates were selected as working group by appropriate sampling method. In this study, the data was obtained with the observation chart prepared by the researchers. Descriptive analysis technique was used in the analysis of the obtained data. As a result of this analysis, the question-asking strategies used by the participants in the course were determined. As a result of this research, secondary education mathematics teacher candidates spent about half and more than half of their course time by answering questions, used questions to remember and diagnose more information, intensively used convergent questions that were limited to one or fewer responses, asked questions in the class mostly, preferred less complex questions, asked questions in the application, comprehension and recall dimension according to the revamped Bloom taxonomy, used questions, the results of the probe showed that they asked questions for the purpose of asking for details and encouraging students to ask for new information, which is more aimed at revealing the answers, and that they did not give them enough time to think while directing the questions to the students. It is suggested that these strategies should be integrated into the special teaching methods course so that teachers can use the strategies of asking questions in a good way in accordance with their purpose.